Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CUAPOS201, 'Perform basic vision and sound editing'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform basic vision and sound editing' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare source materials for edit | 1.1 Clarify technical and creative requirements for online editing in consultation with production personnel 1.2 Obtain and label source materials 1.3 Organise transfer of source materials to appropriate medium as required 1.4 Check sufficient storage and memory is available to meet content resolution requirements 1.5 Assess source materials for technical and creative quality and arrange for remedial action where problems are identified 1.6 Capture content to specified formats and burn time code where applicable, checking format is compatible with available software and hardware 1.7 Align, synchronise and organise uncut images and sound in preparation for evaluation and editing 1.8 In consultation with relevant production personnel, finalise list of required shots and the method for logging them |
2. Prepare for editing | 2.1 Check editing facilities are operational and arrange for faults or problems to be resolved according to enterprise procedures 2.2 Load source materials onto appropriate editing facility, checking correct image and sound are ready for use and that images and sound are synchronised or aligned accurately 2.3 Identify and catalogue required shots and sequences from source materials in the agreed way 2.4 Log selected edits with reference to time codes and shot descriptions according to enterprise procedures 2.5 Use a batch digitise list to digitise selected sequences according to relevant documentation and consistent with technical and creative requirements 2.6 Create edit decision lists (EDLs) according to instructions from relevant production personnel 2.7 Organise and save selected materials according to overall editing requirements 2.8 Finalise logging sheets and submit EDLs to relevant production personnel by the agreed deadline |
3. Perform basic edits | 3.1 Use software functions to assemble sequences according to EDLs 3.2 Observe health and safety procedures when working at computers for long periods of time 3.3 Review edited sequences to evaluate quality and content and to identify problems 3.4 Manipulate the editing software to solve identified problems and seek expert advice if required 3.5 Submit sequences to relevant production personnel for feedback by agreed deadlines 3.6 Amend sequences as required and save in appropriate format 3.7 Check source materials and back-up copies are stored securely and labelled correctly 3.8 Complete required documentation, noting variations and issues from original instructions 3.9 Leave workstation in original or improved condition |